1390 research outputs found
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Working Mothers: Assessing organizational attitudes, identity and social media presentations of motherhood
Get PDFResearch illustrates that a gendered imbalance inherent in social identity and power structures within organizations, typically conveyed communicatively, results in organizational inequities for working mothers. This study explores the lived experience of a broad group of working women as they negotiate both public and private identities as mother and worker. Utilizing a feminist theoretical lens (May & Mumby, 2005; Hallstein, 2015), this study assesses working women’s attitudes related to issues of workplace identity management and voice/agency concerns. One portion of the study utilizes a sub-scale of the Maternal Adjustment & Attitudes Scale (MAMA) (Kuman et al., 1984) and items constructed to assess identity negotiation related to organizational voice and agency. The second portion of the study utilizes a content analysis of three working mother Instagram accounts to analyze how working mothers choose to represent themselves publicly. Results and findings of the first portion of the study illustrate that while working women possess largely positive attitudes about their motherhood identity, it is tempered by worry about work-life balance. Size of organization was found to influence guilt experienced as a result of (re)negotiating motherhood identities and length of career establishment, and organizational role was found to potentially mediate motherhood identity communication. Results and findings of the study’s second portion illustrate that while working women publicly present an idealized version of motherhood identity on social media, they are often absent from the presentation of their public identity
Building Intercultural Competency: Justifying and Designing a Refugee Educator Self‐Training Guide
Get PDFThis paper examines and distills the necessary competencies a host‐culture educator of refugee students should possess to fully address the needs of their nationally diverse classroom. Relying on a comprehensive examination of existing literature, the report frames the understandings, expertise, and strategies found helpful for responding to these particular educators’ training needs. The paper culminates in a reflective self‐training guide for educators to increase intercultural competency and more effectively teach students experiencing refugee status within the educator’s host culture
Beer Goggles: Looking at Colorado’s Cultural, Economic, and Social Developments in the Late Twentieth Century through the Lens of its Brewing Industry
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Salzburg Views
No full textMedium: Watercolors
Dimensions: 40 x 12
Description: Three views of Salzburghttps://pilotscholars.up.edu/ghyselinck_exhibit/1002/thumbnail.jp
When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience
Get PDFThis action research study analyzed the creation and implementation of a professional development about trauma, informed by Arwood’s Neuro-semantic Language Learning Theory and Noddings’ ethic of care. The purpose of this study was two-fold. The first was to create a professional learning experience for teachers on trauma to include perspectives from neuroscience, psychology, and language research. The second purpose was to determine if participation in that professional learning experience shifted educators’ beliefs about trauma and learning.
I completed two cycles of action research to address each purpose. In the first cycle, I collected qualitative data from five expert panelists’ evaluations on content and process of the professional development presentation. Findings from this cycle indicated that expert panelists from the fields of neuroeducation, trauma, and professional development saw this experience as effective. Using content analysis, I determined changes the expert panelists recommended making to refine the presentation.
In the second action research cycle, I refined the professional development and implemented it with 13 participants (6 preservice and 7 inservice educators) over three one-time sessions. Data came from participants’ responses on a needs assessment, case studies, a belief survey, transcribed audio recordings, silent conversations, reflective journals, an evaluation of the experience, and a follow-up survey. Data were analyzed using values, attribute, and magnitude coding to determine categories associated with research questions. Though participants’ beliefs did not change, educators’ attitudes about students with trauma extended to include content information from a neuroeducation lens. Second, at the beginning of the study, most participants had incomplete understandings of the learning process that expanded over the course of the study through the introduction of neuroscience, psychology, and language concepts. Lastly, the participants found the professional development experience met their goals. This study begins to bridge a gap in the burgeoning neuroeducation literature. It also contributes to a new line of work examining professional development as a way to teach educators how to care for students with trauma in the classroom